Can Tho University Journal of Science Vol. 12, No.

3 (2020): 17-26

DOI: 10.22144/ctu.jen.2020.020

Teachers’ motivation and its influence on quality education: A study at a center for
foreign languages in Vietnam

Luu Nguyen Quoc Hung*

Center for Foreign Languages, Can Tho University, Vietnam
*Correspondence: Luu Nguyen Quoc Hung (email: lnqhung@ctu.edu.vn)
Article info. ABSTRACT

Received 19 Apr 2020
Revised 09 Jun 2020
Accepted 30 Nov 2020
Keywords
Motivation, performance,
quality education, teachers
Teacher is one of the most important elements in education. The quality of
education is largely determined by the teacher’s quality. Few would argue
against the view that motivated staff are a central resource for the success
and quality of an organization, and thus attention needs to be given to ex-
amining teachers’ motivation as a key to guaranteed quality education. At
the Center for Foreign Languages, Can Tho University, teachers are al-
ways recognized as key factors for the success of the institution. This small-
scale study was conducted with 42 teachers of English of the Center for
Foreign Languages with the aim to examine common factors affecting
teachers’ motivation and their perceptions towards quality education. The
results of the survey revealed the most common factors for teachers’ moti-
vation and the findings from focus group discussions indicated the positive
relationship of teachers’ level of motivation with quality education.

Cited as: Hung, L.N.Q, 2020. Teachers’ motivation and its influence on quality education: A study at a center
for foreign languages in Vietnam. Can Tho University Journal of Science. 12(3): 17-26.
vation generally improves teaching, and thus, rais-
1 INTRODUCTION
ing the motivation of teachers as well as retaining
In this incredibly challenging and complex world, high-quality teachers is therefore vital to improving
quality education is the solution to all the problems, quality education.
and teachers are the main ingredients in giving qual-
Teachers’ motivation generally determines their
ity education (Agatha, 2015). The issue of teachers’
level of involvement in the teaching activities. It is
motivation and quality education has become a mat-
believed that a motivated teacher will work harder,
ter of debate and concern in educational systems and
try new techniques and activities, and in general do
standards. It is acknowledged that any nation that is
more for the sake of the learners (Gokce, 2010). As
aspiring to maintain high quality standards in its ed-
a teacher, it is not just important but rather impera-
ucational system must take teachers and their moti-
tive to be both intrinsically and extrinsically moti-
vational needs with utmost high level of seriousness
vated and satisfied in order to maintain the motiva-
(Ofojebe and Ezugoh, 2010). World Bank (1994)
tion to teach over the course of one’s career.
emphasized that high quality and well-motivated
teaching staff are essential for any institution to en- Teachers’ motivation is influenced by a myriad of
hance its excellence. Improving the teachers’ moti- factors, including compensation, success in the
classroom, their dedication to the profession, the

17
Can Tho University Journal of Science
training they receive and the prospect of promotion
and career advancement (Sah, 2016). A study of ex-
amining influence of motivational factors on teach-
ers is, therefore, important as motivation is the driv-
ing force behind all actions the teachers take at
workplace. While most studies on teacher motiva-
tion have been centered in university settings, it ap-
pears that few studies have been done on teacher
motivation in the context of foreign languages cen-
ters, especially in Vietnamese context. The main ob-
jective of this study is to examine the importance of
teachers’ motivation and its influence on quality ed-
ucation among the English language teachers in a
foreign languages center in Can Tho City, Vietnam.
2 LITERATURE REVIEW
2.1 Motivation and motivational theories
Motivation may mean different things to different
people as people can be motivated by various ways.
Velez (2007) conceptualizes motivation as an inspi-
ration or encouragement of a person to do his or her
best. In educational context, Snowman et al. (2008)
define motivation as the forces that lead to the
arousal, selection, direction, and continuation of be-
havior. Bennell and Akyeampong (2007) interpreted
teachers’ motivation for work as a mental boost in
Figure 1: Maslow’s hierarchy of needs
Source: Maslow’s need for hierarchy (1953, cited in Rowley, 1996)
In the context of the foreign language center, the
five factors of Maslow’s needs for hierarchy can
have some practical implications for teachers’ moti-
vation.
18
Vol. 12, No. 3 (2020): 17-26
the teachers to do their job. In a similar vein, accord-
ing to Claeys (2011, p.4), teachers’ motivation is the
“internal desires for personal and professional de-
velopment and working in educational settings”.
2.1.1 Maslow’s Theory (Theory of Hierarchy of
Needs)
From humanistic theories standpoint, one of the
most influential researchers in the area of motiva-
tion is Abraham Maslow. According to Maslow
(1970, cited in Abdulrahman and Hui, 2018), human
needs fall into a hierarchy from the most basic psy-
chological needs to needs for self-actualization (Fig-
ure 1). His theory of hierarchy of needs proposes
that individuals must fulfill their lower-order needs
(basic needs such as water and housing, safety, be-
longing, and esteem) before being motivated to ful-
fill the higher-order need for self-actualization. The
most important point of Maslow’s hierarchy of
needs is that the motivational strength of an unful-
filled higher-level need depends on the fulfillment
of a lower-level need. In the context of teaching,
self-actualization can be understood as personal
achievement, a key component of teacher motiva-
tion.
Physiological needs are basic biological needs
which generally include food, clothing, shelter, etc.
As psychological needs serve as a fundamental as-
pect, the center should provide a reasonable salary
Can Tho University Journal of Science
and better working condition so that the teachers can
afford their basic needs such as food, clothes, and
housing, so that the teachers can work in the good
environment and be satisfied with their workplace
which may increase the efficiency of work.
With safety needs, every teacher needs protection
against any kind of danger, accidents, etc. The cen-
ter can provide job security to its teachers and make
them feel safe from any kind of risk. Regular work
contract and work insurance may also be among the
factors which increase work performance.
As for social needs, the center can enhance the rela-
tionships between the administration and teachers as
well as among teachers together. A teachers’ com-
munity can provide useful opportunities for teachers
to participate in both professional and social activi-
ties.
As for esteem needs, teachers need appreciation at
workplace, mostly recognition and focus on self-re-
spect and respect from others. The center can give
or establish a kind of award, promotion or job recog-
nition to its teachers in order to motivate them.
Table 1: Motivation and Hygiene Factors Theory
Motivation (Intrinsic) factors
• Achievement
• Recognition
• Work itself
• Responsibility
• Advancement
• Growth
Source: Lunenburg and Ornstein (2010, cited in Abdulrahman and Hui, 2018)
Teachers generally have both intrinsic and extrinsic
needs. A teacher who is intrinsically motivated may
be observed to undertake a task for its own sake, for
the satisfaction it provides or for the feeling of ac-
complishment and self-actualization. On the other
hand, an extrinsically motivated teacher may per-
form the activity in order to obtain some reward
such as salary. The aim of the institution should be
to build on and enhance the intrinsic motivation for
Maslow’s theory of hierarchy of needs
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Vol. 12, No. 3 (2020): 17-26
With self-actualization needs, self-cultivation can
be personalized differently in different people. The
center should provide its teachers with opportunities
for self-growth or personal development.
2.1.2 Herzbergs’ Two Factors Theory
(Motivation-Hygiene Theory)
This theory was developed by Herzberg (1959, cited
in Abdulrahman and Hui, 2018) from existing the-
ory of Maslow’s Need for Hierarchy. In his theory,
Herzberg proposed that there are two factors, factors
for satisfaction (motivators/satisfiers) and factors
for dissatisfaction (hygiene/dissatisfiers) that an or-
ganization can adjust to influence motivation in the
workplace. Satisfiers or motivators are closely re-
lated to self-actualization needs, including the work
itself, recognition, advancement and responsibility.
Motivators are intrinsic factors directly related to
the job and largely internal to the individual. Dissat-
isfiers or hygiene factors related to Maslow’s lower
needs. These include institution’s policy and admin-
istration, salary, working conditions and interper-
sonal relations. Hygiene is about extrinsic factors.
These two types of factors are presented in Table 1.
Hygiene (Extrinsic) factors
• Center’s policies and administration
• Supervision
• Relationship with supervisor
• Work condition
• Salary
• Relationship with peers
• Personal life
• Relationship with subordinates
• Status
• Security
teachers to teach effectively and at the same time, to
supply some extrinsic motivation along the way for
school improvement.
By looking from the context of the foreign language
center, these theories are relevant in order to exam-
ine factors of teachers’ motivation. The relation-
ships between the two theories are presented in Fig-
ure 2 (Gokce, 2010).
Herzberg’s two factor theory
Can Tho University Journal of Science
Figure 2: The relationships between the theories of motivation
2.2 Teachers’ motivation and its impact on
quality education
The concept of quality has received much attention
in educational contexts in recent years (Komor-
owska, 2017). Quality education is the basic re-
quirement of every nation and the people. It not only
helps people to improve their skills but also enable
them to work for the enhancement of the society.
Quality education has been described as the success
with which an institution provides educational envi-
ronments which enable students effectively to
achieve worthwhile learning goals including appro-
priate academic standards (Gordon and Partington,
1993 cited in Rowley, 1996).
Motivation of teachers is the key in the establish-
ment and further development of quality in educa-
tion. Teachers’ motivation is a way of stimulating
teachers in their professional job for better perfor-
mance. When teachers are highly motivated and ad-
equate attention given to them, it adds value to the
education quality by raising the quality of teaching-
learning process (Ayeni, 2015). The motivational
process involves strategies and activities that are
20
Vol. 12, No. 3 (2020): 17-26
used by the management for the purpose of provid-
ing a climate that is conductive to the satisfaction of
the various needs of the teachers so that they may
become satisfied, dedicated and effective in per-
forming their tasks. This will invariably enhance the
quality of education (Orupabo and Nwankwoala,
2018).
3 THE STUDY
3.1 Research methodology
In this study, a mixed design with the descriptive
survey and interviews was employed. The survey
method is appropriate as it entails the development
of a questionnaire based on intrinsic and extrinsic
motivational elements emerging from the literature
review.
3.2 The questionnaire
The questionnaire used to gather data for this study
was adapted from the Teacher Motivation and Job
Satisfaction Survey by Mertler (2001). The respond-
ents are asked to indicate their level of motivation to
17 motivational factors, using a five-point Likert
scale of Poorly motivated = 1, Slightly motivated =
Can Tho University Journal of Science Vol. 12, No. 3 (2020): 17-26

2, Neutral = 3, Motivated = 4 and Strongly moti- the age range of 25 to 50 years. For the interview,
vated = 5. four focus group discussions of five teacher partici-
pants in each were organized. Simple random sam-
3.3 The interview
pling technique was used to select about 50 percent
The focus group discussions were used to obtain in- of participants for the interview. Names of all the
formation on participants’ perceptions towards participants were written on pieces of paper and put
teachers’ motivation and its influence on quality ed- in a box. Then, 20 pieces of paper with names were
ucation. Each focus group interview lasted 30 randomly selected to obtain the participants for the
minutes. The interview questions helped to raise interview.
teachers’ awareness of factors influencing their mo-
4 RESULTS AND DISCUSSIONS
tivation. Following the survey, further discussions
were important for detailed describing and deep un- 4.1 Survey
derstanding of teachers’ motivation for quality edu-
The evidence of the data analysis presented in Table
cation.
1 showed that teacher motivation was relatively
3.4 Participants high with average value of 4.20. The comparison of
mean values of 17 motivational factors and their
The surveys were handed out to teachers in a partic-
ranking are presented, where responsibility is with
ular foreign languages center, and there were 42 re-
the highest value and personal life scores the small-
spondents completing the survey. In this study, most
est value.
teachers are young in their career and they are within
Table 1: Teacher motivation based on motivational factors
Level of motivation Rank-
Factors Mean
1 2 3 4 5 ing
• Responsibility (e.g., au-
tonomy, authority and re- 4 12 26
4.52 1
sponsibility for own (9.5%) (28.6%) (61.9%)
work)
• Salary (e.g., financial 2 19 21
4.45 2
compensation) (4.8%) (45.2%) (50%)
• Sense of achievement 2 20 20
(e.g., experiencing suc- 4.43 3
(4.8%) (47.6%) (47.6%)
cess)
• Potential for professional
growth (e.g., possibility 1 23 18
4.41 4
of improving one’s own (2.4%) (54.8%) (42.8%)
professional skills)
• Job security and stability 1 4 15 22
4.38 5
(e.g., tenure) (2.4%) (9.5%) (35.7%) (52.4%)
• Working condition (e.g.,
building conditions, 2 2 19 19
4.31 6
among of work, facilities (4.8%) (4.8%) (45.2%) (45.2%)
available)
• Interpersonal relation- 1 3 22 16
ships with students (e.g., 4.24 7
(2.4%) (7.1%) (52.4%) (38.1%)
interaction with students)
• Status (e.g., professional 6 21 15
4.21 8
status of teaching) (14.3%) (50%) (35.7%)

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Can Tho University Journal of Science Vol. 12, No. 3 (2020): 17-26

Level of motivation Rank-

Factors Mean
1 2 3 4 5 ing
• Recognition (e.g., receiv-
ing praise from adminis- 7 21 14
4.17 9
trators, parents, students, (16.7%) (50%) (33.3%)
or others)
• Potential for advancement
(e.g., possibility of as- 6 25 11
4.12 10
suming different positions (14.3%) (59.5%) (26.2%)
in the profession)
• Interpersonal relation-
ships with administrators 8 22 12
4.10 11
(e.g., interaction with ad- (19%) (52.4%) (28.6%)
ministrators)
• The Center’s policies 1 6 24 11
(e.g., overall effects of the 4.07 12
(2.4%) (14.3%) (57.1%) (26.2%)
Center’s policies)
• Work itself (e.g., aspects 1 1 3 27 10
associated with the tasks 4.05 13
(2.4%) (2.4%) (7.1%) (64.3%) (23.8%)
of teaching)
• Interpersonal relation-
ships with colleagues 3 6 20 13
4.02 14
(e.g., interaction with (7.1%) (14.3%) (47.6%) (31%)
other teachers)
• Teacher evaluation (e.g., 1 3 3 23 12
appraisal of classroom in- 4.00 15
(2.4%) (7.1%) (7.1%) (54.8%) (28.6%)
struction by evaluator)
• Supervision by supervi- 1 2 3 28 8
sors (e.g., overall compe- 3.95 16
(2.4%) (4.8%) (7.1%) (66.7%) (19%)
tence of superiors)
• Factors in personal life 2 2 8 16 14
(e.g., effects of teaching 3.91 17
(4.8%) (4.8%) (19%) (38.1%) (33.3%)
on one’s personal life)
Means average 4.20
Praver and Oga-Baldwin, 2008) that the more re-
The five main motivators for teachers were both in-
sponsibility within the work an individual has, the
trinsic and extrinsic, including “responsibility”,
more likely that the individual will be eager and pre-
“salary”, “sense of achievement”, “potential for pro-
pared to work effectively.
fessional growth” and “job security and stability”.
The most important reason found to be intrinsically Teachers still remain motivated by the other factor,
motivating for teachers was ‘responsibility’ (e.g., “salary” or financial compensation, in which 50% of
autonomy, authority and responsibility for own the teachers reported as being strongly motivated
work). Based on the percentage of response, approx- and 45,2% reported as being motivated. This finding
imately 61.9% of the teachers are strongly moti- appears to resonate reports from previously con-
vated by this intrinsic factor. This result partly sup- ducted studies that extrinsic factor of motivation is
ports Maslow’s view that individuals are likely to generally perceived as important. For instance,
prioritize personal autonomy and independence as Andy Hockley (2006) surveyed 105 teachers about
important stimulating factor. These findings on re- their motivation at work and found that salary was
sponsibility are supported by Ushioda (cited by one of the most commonly identified factors for
teacher motivation.

22
Can Tho University Journal of Science
It is also found that the teachers are motivated in-
trinsically with “sense of achievement” in their pro-
fessional job. Generally, every teacher wants to feel
a sense of accomplishment, a feeling proud of the
work they have done. The result supports the re-
viewed literature that people naturally become more
engaged in their work, and more motivated to main-
tain and improve their good work when they feel a
sense of achievement (Acquah, 2017).
“Potential for professional growth” and “job secu-
rity and stability” ranked fourth and fifth respec-
tively in the study. According to these results, it
seems that teachers could be more motivated if they
can learn professionally and feel safe and secure,
both at present and into the future. This result is also
in line with some past research (Wang et al.,
2015) reporting that employees ranked job security
as one important contributing factor to job satisfac-
tion.
It is interesting to notice that of the five most im-
portant factors of motivation in this study, the es-
teem (responsibility) comes first, followed by phys-
iological needs (salary), and back to self-actualiza-
tion (sense of achievement and potential growth)
and then back to safety (job security and stability).
The findings do not reflect the hierarchy ranking,
suggested by Maslow that the motivational strength
of an unfulfilled higher-level need depends on the
fulfillment of a lower-level need (Eren, 1993). It ap-
pears that the findings of this study cannot be eval-
uated according to Maslow’s theory alone.
The group of factors in the middle ranking from 6th
to 12th, namely, “working conditions”, interpersonal
relationships with students”, “status”, “recogni-
tion”, “potential for advancement”, “interpersonal
relationships with administrators”, and “the center’s
policies” mostly are extrinsic factors. Working con-
ditions such as classrooms and facilities are physio-
logical need, motivating foreign language teachers
as in the 21th century, teachers should be able to be
conversant with technology, updated teaching and
learning materials, and modern equipment for teach-
ing. The result is consistent with the report by
Leithwood (2006) revealing the interdependence of
teachers’ performance and working conditions. The
report emphasizes that the working conditions that
enable teachers to do their best will also provide in-
sights about how to support teachers’ efforts to fur-
ther develop their abilities and motivations.
It also appears that interpersonal relationships with
students and with administrators moderately moti-
vate foreign language teachers in this study as
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Vol. 12, No. 3 (2020): 17-26
38.1% and 28.6% of the teachers respectively have
reported to be strongly motivated when they estab-
lish good relationships with their students and with
the Center’s superiors. The result supports existing
literature that good interpersonal relations contrib-
ute to the school’s effectiveness by creating a
healthy and friendly school climate and a learning
environment which can stimulate the teachers’ mo-
tivation and satisfaction (Koula, 2015).
Status and recognition are in middle ranking with
mean values of 4.21 and 4.17, respectively. As
teaching is a nation-building profession, the status
of teaching is a good motivator for many teachers at
this Center with approximately 35.7% of teachers
reporting strongly motivated. The result supports
the past research of Yuce et al. (2013). Regarding
the factor of recognition, the result in this study is in
line with the reviewed literature that teachers receiv-
ing recognition for their teaching have praised
recognition programs as providing motivation for
them to continue high-level instruction (Andrews,
2011).
With the last five motivators, namely “work itself”,
“interpersonal relationships with colleagues”,
“teacher evaluation”, “supervision by supervisors”,
and “factors in personal life”, the “work itself” is an
intrinsic factor and is positively related to teachers’
motivation as theorized by Hertzberg et al. (1959,
cited in Abdulrahman and Hui, 2018). The result
supports the study by Lam et al. (2001) reflecting
that the work itself plays a key role in employee job
satisfaction, although the level of motivation is not
very high in this study. The level of motivation of
the two motivators of “teacher evaluation” and “su-
pervision by supervisors” are not high with the mean
values of 4.00 and 3.95, respectively. It is predicta-
ble when teachers tend to be less motivated with
these work-related pressure factors. This could be
due to the reason that the teachers may feel a high
level of stress with teaching evaluations and dealing
with the superiors at their workplace. The results are
relatively consistent with the previous research (Ali
and Al-Adawi, 2013), indicating that positive or
negative feedbacks on school practicum for a group
of EFL teachers in Oman can influence their perfor-
mance and satisfaction.
The last factor with the lowest mean value, 3.91 re-
flects effects of teaching job on teacher’s personal
lives. Although the teachers tend to be highly moti-
vated with their professional status of teaching, they
appear to be less motivated with the influence of
Can Tho University Journal of Science
professional life on their personal life. The explana-
tion can be that in this study the teachers appear not
to emphasize the interactions between their profes-
sional lives and their personal lives. The result partly
supports the findings of a study by Durham-Barnes
(2011) indicating that teachers’ professional lives
slightly influenced their personal lives.
4.2 Interview
Through focus group discussions, the participants
positively expressed views on motivators and the in-
fluence of motivation on teachers’ performance.
The results also confirmed that intrinsic motivators
are more significant in ensuring quality in teachers’
professional practice. It is interesting to note that
salary was not the first priority of teachers’ motiva-
tion, but most teachers indicated professional
growth as their important motivator. Some typical
responses are “development in my profession is the
most important” and “salary is not my most im-
portant motivator but opportunities for professional
growth are more valued.”
Most participants expressed a significant influence
of professional training and development on teach-
ers’ motivation. Most teachers in the interview
shared the idea of “learning from workshops and
training sessions is very practical.” The findings of
this study are partly in line with those of Walsh and
Taylor (2007, cited in Jonathan, 2015) that training
activities are correlated with productivity and reten-
tion.
Teachers also mentioned interacting with young
learners and large size-class management as one of
the main challenges in their teaching practice.
Young learners are not easy to concentrate for a long
time, and to interact with them well, teachers should
create a comfortable learning environment.
Classes of more than 20 young learners are usually
challenging, and good communication is the key to
manage the crowded class.
The result partly supports the findings in a study by
Okeke and Mtyuda (2017), indicating important ex-
ternal factors such as large class sizes influencing
teachers’ motivation.
Findings from the group discussions also suggested
that teacher’s evaluation as the biggest source of dis-
satisfaction. Although most participants recognized
the necessity of this activity, they generally com-
plained about the high frequency of class visits and
lack of supervisors’ sufficient feedbacks for their
improvement.
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Vol. 12, No. 3 (2020): 17-26
Getting feedback from class observation is very use-
ful, but being observed is always an uneasy experi-
ence.
The frequency of class observation for teaching
evaluation should not be too high.
Teaching evaluation should be informative and per-
formance-based. This activity can be less stressful
when two sides agree on evaluation criteria.
Concerning teachers’ motivation and its influence
on individual performance, most participants con-
firmed that when they perceived being highly moti-
vated, they would be more positive in putting their
very best for individual performance and the cen-
ter’s success. The results strongly support the simi-
lar findings by Jonathan (2015), showing that teach-
ers placed great value on their motivation and work
performance.
5 CONCLUSION AND IMPLICATIONS
5.1 Conclusion
This study has sought to identify important factors
for teachers’ motivation for quality teaching at a
center for foreign languages. In light of the findings,
it can be concluded that the teachers at this particu-
lar language center are motivated and strongly mo-
tivated. Intrinsic factors such as responsibility for
work, sense of achievement and potential for profes-
sional growth together with extrinsic factors such as
salary and job security are important motivators to
enhance teachers’ performance.
Motivating teachers is critical to their effectiveness
for enhancing the quality of education. Increasing
teachers’ motivation can improve their teaching per-
formance. Once teachers are highly motivated, they
turn out to render quality services, increase their per-
formance and commitments to their jobs and conse-
quently help guarantee quality of education.
5.2 Implications
Based on the findings that do not fully reflect the
hierarchy ranking as proposed by Maslow (1970,
cited in Abdulrahman and Hui, 2018), it is implied
that instead of prioritizing to improve salary or work
incentives for teachers in an attempt to motivate
teachers, the Center can instead invest in teachers’
growth, training and development by sponsoring
teachers to undertake professional development ac-
tivities. Important increases in responsibility can be
effective in motivating teachers; there should be op-
portunities for teachers for autonomy and variety,
and for a sense of shared decision-making and
Can Tho University Journal of Science
achievement. Teachers also should benefit from
feedback about the progress.
Teachers in this study have both intrinsic and extrin-
sic needs. Whether teachers are intrinsically or ex-
trinsically motivated affect their performance and
quality of education. The aim of the Center’s man-
agement, therefore, should be to build on and en-
hance both intrinsic and extrinsic motivation for
teachers to teach effectively. The Center’s manage-
ment should be aware of the supporting needs of
teachers and methods of providing assistance in or-
der to enhance their motivation.
To enhance the quality of education, the Center
should be committed to ensuring that teachers are
strongly motivated. The Center’s management
should recognize that different motivators are ap-
propriate for different staff and that different staff
will demonstrate different inherent levels of motiva-
tion in setting their own targets and striving towards
them. Good management consists of recognizing
and working with those individual differences.
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